Studies in Second Language Acquisition

Papers
(The TQCC of Studies in Second Language Acquisition is 7. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-05-01 to 2024-05-01.)
ArticleCitations
A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT97
Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement?70
EXPLORATORY STRUCTURAL EQUATION MODELING IN SECOND LANGUAGE RESEARCH44
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE43
THE EFFECT OF LEARNER CHOICE ON L2 TASK ENGAGEMENT38
THE ASPECT HYPOTHESIS AND THE ACQUISITION OF L2 PAST MORPHOLOGY IN THE LAST 20 YEARS38
LIMITATIONS OF SIZE AND LEVELS TESTS OF WRITTEN RECEPTIVE VOCABULARY KNOWLEDGE38
COMPLEX DYNAMIC SYSTEMS THEORY IN LANGUAGE LEARNING36
HOW DOES MODE OF INPUT AFFECT THE INCIDENTAL LEARNING OF COLLOCATIONS?33
ELICITED IMITATION TASKS AS A MEASURE OF L2 PROFICIENCY30
GROWTH, FIXED, AND MIXED MINDSETS30
Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach29
The multidimensionality of second language oral fluency: Interfacing cognitive fluency and utterance fluency25
THE CONTRIBUTIONS OF IMPLICIT-STATISTICAL LEARNING APTITUDE TO IMPLICIT SECOND-LANGUAGE KNOWLEDGE25
INCIDENTAL LEARNING OF SINGLE WORDS AND COLLOCATIONS THROUGH VIEWING AN ACADEMIC LECTURE24
INCIDENTAL ACQUISITION OF MULTIWORD EXPRESSIONS THROUGH AUDIOVISUAL MATERIALS24
THE EFFECTS OF IMMEDIATE AND DELAYED CORRECTIVE FEEDBACK ON L2 DEVELOPMENT23
MEASURING LONGITUDINAL WRITING DEVELOPMENT USING INDICES OF SYNTACTIC COMPLEXITY AND SOPHISTICATION22
Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus21
EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE20
INCIDENTAL LEARNING OF COLLOCATIONS FROM MEANINGFUL INPUT19
THE LEMMA DILEMMA18
EVEN IN THE BEST-CASE SCENARIO L2 LEARNERS HAVE PERSISTENT DIFFICULTY PERCEIVING AND UTILIZING TONES IN MANDARIN17
EFFECT SIZE–DRIVEN SAMPLE-SIZE PLANNING, RANDOMIZATION, AND MULTISITE USE IN L2 INSTRUCTED VOCABULARY ACQUISITION EXPERIMENTAL SAMPLES17
L2 GRIT16
A CALL FOR CAUTIOUS INTERPRETATION OF META-ANALYTIC REVIEWS16
INITIAL PROFICIENCY AND L2 GRAMMAR DEVELOPMENT DURING SHORT-TERM IMMERSION ABROAD15
INVOLVEMENT LOAD HYPOTHESIS PLUS15
DOES IT MATTER WHEN YOU REVIEW?15
WHAT THE RESEARCH SHOWS ABOUT WRITTEN RECEPTIVE VOCABULARY TESTING14
INTRODUCTION TO THE SPECIAL ISSUE14
ELICITED IMITATION AS A MEASURE OF L2 PROFICIENCY14
THE RELIABILITY AND VALIDITY OF PROCEDURAL MEMORY ASSESSMENTS USED IN SECOND LANGUAGE ACQUISITION RESEARCH13
FORMAL VERSUS INFORMAL L2 LEARNING13
ADVANCING THE STATE OF THE ART IN L2 SPEECH PERCEPTION-PRODUCTION RESEARCH: REVISITING THEORETICAL ASSUMPTIONS AND METHODOLOGICAL PRACTICES13
Network analysis for modeling complex systems in SLA research13
PREDICTIVE PROCESSING OF IMPLICIT CAUSALITY IN A SECOND LANGUAGE13
WHICH FACTORS DETERMINE THE CHOICE OF REFERENTIAL EXPRESSIONS IN L2 ENGLISH DISCOURSE?12
DO LEARNERS CONNECT SOCIOPHONETIC VARIATION WITH REGIONAL AND SOCIAL CHARACTERISTICS?12
ON THE SCOPE OF OUTPUT IN SLA12
ARE REPLICATION STUDIES INFREQUENT BECAUSE OF NEGATIVE ATTITUDES?12
Scale quality in second-language anxiety and WTC: A methodological synthesis11
EXPLORING THE RELATIONSHIP BETWEEN SECOND LANGUAGE LEARNING MOTIVATION AND PROFICIENCY11
MAPPING RESEARCH ON L2 PRONUNCIATION11
INTERRATER RELIABILITY IN SECOND LANGUAGE META-ANALYSES11
A DIFFERENT PERSPECTIVE ON THE LIMITATIONS OF SIZE AND LEVELS TESTS OF WRITTEN RECEPTIVE VOCABULARY KNOWLEDGE10
Variability in native and nonnative language: An ERP study of semantic and grammar processing10
DOING L2 SPEECH RESEARCH ONLINE: WHY AND HOW TO COLLECT ONLINE RATINGS DATA10
QUANTIFYING THE DIFFERENCE IN READING FLUENCY BETWEEN L1 AND L2 READERS OF ENGLISH10
MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT10
MULTIMODAL INPUT IN SLA RESEARCH9
USING PROSODY TO PREDICT UPCOMING REFERENTS IN THE L1 AND THE L29
BEYOND LINGUISTIC FEATURES9
DOMAIN-GENERAL AUDITORY PROCESSING EXPLAINS MULTIPLE DIMENSIONS OF L2 ACQUISITION IN ADULTHOOD9
THOUGHTS ON WORD FAMILIES9
VISUAL CUES AND RATER PERCEPTIONS OF SECOND LANGUAGE COMPREHENSIBILITY, ACCENTEDNESS, AND FLUENCY9
IMPLICIT LANGUAGE APTITUDE: CONCEPTUALIZING THE CONSTRUCT, VALIDATING THE MEASURES, AND EXAMINING THE EVIDENCE9
EFFECTS OF MULTITALKER INPUT AND INSTRUCTIONAL METHOD ON THE DIMENSION-BASED STATISTICAL LEARNING OF SYLLABLE-TONE COMBINATIONS9
MEASUREMENT PROPERTIES OF A STANDARDIZED ELICITED IMITATION TEST: AN INTEGRATIVE DATA ANALYSIS9
THE EFFECTS OF TALKER VARIABILITY AND FREQUENCY OF EXPOSURE ON THE ACQUISITION OF SPOKEN WORD KNOWLEDGE8
LEMMAS, FLEMMAS, WORD FAMILIES, AND COMMON SENSE8
THE DEVELOPMENT OF A REGIONAL PHONOLOGICAL FEATURE DURING A SEMESTER ABROAD IN ARGENTINA8
A LONGITUDINAL INVESTIGATION OF EXPLICIT AND IMPLICIT AUDITORY PROCESSING IN L2 SEGMENTAL AND SUPRASEGMENTAL ACQUISITION8
CONCEPTUALIZING L2 VOCABULARY KNOWLEDGE8
LEARNING ENGLISH IN TODAY’S GLOBAL WORLD8
PREDICTION AND ERROR-BASED LEARNING IN L2 PROCESSING AND ACQUISITION8
LANGUAGE EXPERIENCE AND BILINGUAL CHILDREN’S HERITAGE LANGUAGE LEARNING8
IMPLICITNESS AND EXPLICITNESS IN COGNITIVE ABILITIES AND CORRECTIVE FEEDBACK7
Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study7
LONGITUDINAL L2 DEVELOPMENT IN THE PROSODIC MARKING OF PRAGMATIC MEANING7
EMOTION-LADEN TEXTS AND WORDS7
A longitudinal study into learners’ productive collocation knowledge in L2 German and factors affecting the learning7
VOICE ONSET TIME IN MULTILINGUAL SPEAKERS: ITALIAN HERITAGE SPEAKERS IN GERMANY WITH L3 ENGLISH7
WORD FAMILIES AND LEMMAS, NOT A REAL DILEMMA7
SELLING THE (WORD) FAMILY SILVER?7
THE ASSOCIATIONS BETWEEN IMPLICIT AND EXPLICIT LANGUAGE APTITUDE AND THE EFFECTS OF THE TIMING OF CORRECTIVE FEEDBACK7
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